International Journal of Vocational Education Studies

Vocational Education and Training (VET) in Different National Contexts

Dietmar Frommberger, Silke Lange — Mon, 13 May 2024 00:00:00 +0000

Vocational Middle Schools (VMSs) as Marginalized Part of the Swiss VET System

Raffaella Simona Esposito — Mon, 13 May 2024 00:00:00 +0000

Dual VET is considered the unquestioned standard of VET at the upper secondary level in German-speaking Switzerland. This study sheds light on a hitherto rather marginalized and disputed part of the Swiss VET system: the Vocational Middle Schools (VMSs). In contrast to dual VET, there has been only limited information about and understanding of VMSs so far, because only a few research has been done on VMSs. Therefore, referring to the theoretical framework of the Sociology of Conventions and using the example of three German-speaking cantons, the study aims to investigate the vocational education policy disputes about the significance of VMSs in the political governance of the transition to upper secondary education in Switzerland. The results show the disputed functions and criticisms attributed to VMSs as part of the Swiss VET system and highlight how these positions are justified by the relevant actors. Overall, the results provide insights into how the status of dual VET as the unquestioned standard of Swiss VET is protected and reproduce in Switzerland. Furthermore, they emphasize that the sacrifices for this are made at the expense of VMSs, which are restricted by the canton’s (vocational) education policy. Looking beyond the borders of the Swiss case, the results affirm that the distribution of young people across various programs in an education system should be understood not only as the consequence of individual preferences and decisions but also as resulting from strategic steering interventions by a country’s (vocational) education policy.

The Transition from the Education to the Employment System in Japan — A Balancing Act between Continuity and Change

Peter-Jörg Alexander — Mon, 13 May 2024 00:00:00 +0000

Japan’s ‘market model’ of vocational training shows continuities and changes: On the one hand it can be stated that the country’s transition from the school system into employment remains quite stable. On the other hand, especially demographic, societal and cultural changes lead to a higher academization rate with consequences for the secondary and tertiary vocational training institutions. Even universities and colleges more and more diversify their curricula with vocational compounds such as ‘employability’, ‘vocationalism’ and ‘career education’, trying to cope with less educated youth to ensure a smooth transition into the employment market. Moreover there are recent changes in the recruitment procedures of the companies, such as hiring mid-career employees that might lead to further changes in the ways of Japanese vocational training.

Political Participation of Business Organizations in the Construction of the Technical Vocational Education and Training System in Costa Rica between 1980 and 2021

Daniel Láscarez Smith — Mon, 13 May 2024 00:00:00 +0000

This article focuses on the political participation of business groups in shaping the vocational education system in Costa Rica, covering the period from 1980 to 2021. Adopting a configurationist theoretical-methodological approach, the research was based on 14 semi-structured interviews, participatory observation and an analysis of historical documents. The research reveals how political-business groups linked to the attraction of foreign direct investment since 1980 have played a crucial role in defining the roles and functions of the Technical Vocational Education and Training (TVET) system in Costa Rica.The process of modernization and reform of the system since the 1980s wasnot onlylimitedtoideological discourse, butwasmaterializedthrough concretepolitical actions. This was translated into specific TVET policies that sought to transform curricula, financing, organization and relations between training institutions and transnational companies. In summary, the article highlights that during the last four decades, transnational business groups have played a decisive role in the configuration of the TVET system in Costa Rica, demonstrating their direct influence inthe formulation and execution of policiesthat have shapedtechnical-vocational education and training in the country.

About the Roles of TVET in the Brazilian System of Innovation

Jan Peter Ganter de Otero — Mon, 13 May 2024 00:00:00 +0000

This paper employs Critical Discourse Analysis (CDA) to investigate the discourses on modernization of Technical and Vocational Education and Training (TVET) in Brazil and its integration into the national innovation system. Two key aspects are explored: (1) how the roles of TVET organizations are represented in the innovation and TVET discourses in Brazil, and (2) how the roles of TVET graduates in innovation processes are represented in the innovation and TVET discourses in Brazil.The research framework draws from Cultural Political Economy(CPE) and the Critical Discourse Analysis. The analysis, based on the CDA approach of Fairclough & Fairclough (2011, 2012) is presented around three main layers: Discursive Practices, Discourses as Texts, and Discourse as Social Practices. Data collection methods encompass document analysis and interviews with experts in Brazil. The study finds that SENAI and the Federal Network advocate a radical approach, aiming to boost TVET’s role in Brazil’s innovation model, while SENAC takes a conservative stance, limiting the involvement of TVET institutions and graduates in innovation.

TVET History and Reform

Malaka Samara — Mon, 13 May 2024 00:00:00 +0000

This paper explores and analysesthe evolution of Technical and Vocational Education and Training (TVET) in Palestine since 1860 and critically reflects on the main differences and changes of traditional and current TVET. Some of the initial differences include: (1) TVET goals and objectives and(2) approachesto connectlearnerswiththe realworld ofwork. Exploring TVET reformwill illustrate the regression of its current model concerning quality, relevance and responsiveness. The article is seeking to provide a deeper understanding of TVET development and changes throughout history through a critical sociological theory lens. It will also reflect on the current conditions in Palestine under the social, cultural, political and economic systems that have been affecting the TVET system and students’ vocational choices vs. academic choices

The Academisation and Europeanisation of Midwifery Training in Germany, Austria and Switzerland

Tim Migura — Mon, 13 May 2024 00:00:00 +0000

The overall aim of the study is to examine the influence of EU steering instruments on national VET structures. Using the example of midwifery training it is to be determined whether and to what extent Directive 2005/36/EC leads to an increased academisation of VET systems. A comparative analysis is made of the extent to which the countries of Germany, Austria and Switzerland have adaptedtheir legal requirements for midwiferytrainingtothe demand ofthe EU Directive over the periods 2002 and 2022. Neo-institutionalism serves as the theoretical framework. With regard to midwifery training the results suggest convergences between the countries Germany, Austria and Switzerland onthe one hand and convergences betweenthe region of Germany, Austria and Switzerland and the EU Directive 2005/36/EC on the other hand. In addition to the purely formal requirements Directive 2005/36/EC also conveys institutional myths because although the Directive does not explicitly call for the academisation of midwifery training this will be academised in the countries of Germany, Austria, and Switzerland by 2022.